Description

Canadian children’s literature can provide powerful opportunities for teachers to engage second language learners. Developing language proficiency, enhancing literacy competency, and deepening understanding of critical social issues are some of the benefits. Yes, you can do all this with just one book… if you choose a quality piece of literature as your anchor text!

Participants in this session will explore the process of designing connected literacy lessons through a model plan inspired by the award-winning picture book When We Were Alone (written by David A. Robertson and illustrated by Julie Flett). The story provides a gentle introduction to the history of residential schools that teaches students about Indigenous language, culture, and history; intergenerational storytelling; and family empowerment and strength.

Using the conceptual framework of pre–during–post reading stages and drawing on current research in second language pedagogies (Arnett & Bourgoin, 2018; Bourgoin, 2019; Gibbons, 2015), this presentation will demonstrate a variety of literacy-based instructional strategies. Language and vocabulary acquisition, oral fluency, reading comprehension, and descriptive writing are all targeted while exploring the significant themes of the text.

Participants will leave the session with a unit plan of connected lessons, supporting documents, and practical ideas that can be adapted for other children’s books and other topics of social relevance. This session will be of interest to teachers working with second language learners at multiple levels (elementary and beginner level secondary).